Teaching of Comparative Law or Comparative Law Teaching?
Teaching of Comparative Law or Comparative Law Teaching?

Summary/Abstract: The paper revisits Zoltán Péteri’s distinction between the teaching of comparative law (a standalone, theory-led course) and comparative law teaching (embedded across subjects). It argues that enduring external pressures – globalisation, limits of legal positivism, rapid social change – and an internal epistemic shift in the field (critical/post-modern approaches, like those of Pierre Legrand) justify renewed curricular focus. Rather than a wholesale overhaul, it proposes a realistic reform: a compulsory, one-semester foundational course covering core approaches and history, functionalist and culturalist methods, translation and research design, taxonomy of legal orders, civil- and common-law features, decolonial perspectives, and interdisciplinarity. The course should build cultural sensitivity, critical reflexivity, and skills for working with foreign materials. A brief review of Hungary shows partial coverage but no systematic requirement.

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